|
 |
| LEADERSHIP UPDATES |
| LETTER FROM THE EDITORS |
| Ben White, Saint Michael's College, Colchester, Vermont, USA & Natalia Dolgova, George Washington University, Washington, DC, USA |
| Read More |
|
| LETTER FROM THE CHAIR |
| Olga Griswold, California State Polytechnic University at Pomona, Pomona, California, USA |
|
Read More |
|
| GOODBYE AND HELLO FROM BEN |
| Ben White, Saint Michael's College, Colchester, Vermont, USA |
|
Read More |
|
|
| ARTICLES |
| THE PERSISTENCE OF GRAMMAR |
| Scott Thornbury, The New School, New York, New York, USA |
|
Most TESOL curricula have a prominent grammar focus, organised
around a canonical list of discrete items. There is little evidence to
show this is the most effective way of organising a program, yet
Thornbury’s research shows that it persists because of inertia and a
(possibly mistaken) perception of what learners expect. Read More |
 |
|
|
|
| VIEWING VARIABLE VOICES IN LEARNER LANGUAGE THROUGH A HETEROGLOSSIC LENS |
| Darren LaScotte & Elaine Tarone, University of Minnesota, Minneapolis and Saint Paul, Minnesota, USA |
|
The present study explores interlanguage variation through a
heteroglossic lens. University-level English second language learners at
different developmental levels can produce structurally variable voices
of others in constructed dialogue. Such language play reveals
unexplored dimensions of interlanguage competence and raises important
theoretical and pedagogical implications for second language education. Read More |
|
|
|
|
| TASK-BASED VOCABULARY LEARNING: LESSONS FROM A REAL-WORLD CONTEXT |
| Charlotte Nolen & YouJin Kim, Georgia State University, Atlanta, Georgia, USA |
|
Recent studies in instructed second language acquisition have shown the benefits of pedagogical tasks in second language learning. The study discussed in this article examined how pedagogical tasks prepared learners to attend to and use unfamiliar vocabulary on field trips (i.e., transferability) and the subsequent vocabulary learning outcomes. Read More |
|
|
|
|
| WEAVING THROUGH TEXTS: TEACHING TEXT STRUCTURE TO ENGLISH LEARNERS |
| Wei Zhang, University of Akron, Akron, Ohio, USA |
|
This article offers an approach to text structure instruction
based on Systemic Functional Linguistics. The main tenets of a systemic
functional linguistics text structure analysis are explained with
illustrative examples, followed by a set of instructional strategies to
teach text structure to English learners to support their content
literacy development. Read More |
|
|
|
|
|
| ABOUT THIS COMMUNITY |
| APPLIED LINGUISTICS INTEREST SECTION (ALIS) |
|
Read More |
|
